Which excerpt from silent spring best appeals to readers’ pathos? so it had been from the days many years ago when the first settlers raised their houses, sank their wells, and built their barns. the town lay in the midst of a checkerboard of prosperous farms, with fields of grain and hillsides of orchards where, in spring, white clouds of bloom drifted above the green fields. in autumn, oak and maple and birch set up a blaze of color that flamed and flickered across a backdrop of pines. the countryside was, in fact, famous for the abundance and variety of its bird life, and when the flood of migrants was pouring through in spring and fall people traveled from great distances to observe them. yet every one of these disasters has actually happened somewhere, and many real communities have already suffered a substantial number of them. a grim specter has crept upon us almost unnoticed, and this imagined tragedy may easily become a stark reality we all shall know.

Which of the following words in bold means “to put before something else”? a) the broken device sat unused in a box. b) jose wanted to defermaking a decision about college until the spring. c) ashok’s counsel was to go to the store tomorrow. d) i would prefer to go to a movie this weekend instead of the play.

What is the narrators main conflict in this passage

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?